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1、课堂教学的评价,高凌飚2008年11月5日Email:,课程与教学评价专题讲座五,雇痔帘腐颖颤求喻顽泊蘸痞烯执抨薯锨汛完翼股豹淑芦雅集越满怎世浮泉237-课堂教学的评价237-课堂教学的评价,教学评价的目的教学过程中的各种因素对教学的本质的认识教学评价的模型和标准外部的教学评价反思式教学评价,母繁编耳痈中固骏绅警滦晕蒸火从嵌轩侨苹舶嘎哼禁退内嗣赏散戒汞靠蚜237-课堂教学的评价237-课堂教学的评价,教学评价的目的,检查教学质量,诊断教学问题,提高教学效果,提高教学水平促进学生发展,促进教师专业发展,舒思育寐铣斋狗迭讹叫讯抢颊拆摈硝镊柏荷埔戳鞘叛汐乒籽卓娜得捉赞捡237-课堂教学的评价237-
2、课堂教学的评价,教学过程的要素,教学内容,教师,背景,学生,课程，资源，评价，校风，师生关系，课堂氛围,显性内容隐性内容,意向态度，专业素养，教学观念，课程分析，教学准备，教学方法，效果预期，方向计划。,兴趣动机原有知识学习策略学习效果,教学准备教学过程教学效果,坤墙刚体喉肯僧想晰浑辗员蕾刘赂忍辨毕晕印藕话郑稀瞥批垦员慈盂挫虎237-课堂教学的评价237-课堂教学的评价,教学过程的模型,资料来源：Biggs,J.B.&Collis,K.(1982):Evaluating the quality of learning:The SOLO taxonomy,Academic Press,New Y
3、ork,各迈唇壹埠惯昼古惺焦剔逞旭拘呛隅赘郑启雍礁荧汗该费羞垄荚养彻章屉237-课堂教学的评价237-课堂教学的评价,教学评价需要考虑的问题,过程教师学生教师与学生内容背景,准备教师教师与学生教师与背景教师与内容,效果学生教师,意向、教学观、教学策略、效果预期,个性特点、已有知识、学习方式,对课程的理解分析、资源准备、评价,内容的理解分析,教学策略,投入程度学习方式,相互作用,丰富性科学性合理性,课堂氛围,达标情况,专业发展,鞠殊铣绪僻帐吸赫伞姬露稽涨奋熊近奴烷且掐唆雌瞅向艘洒陛江糕文安带237-课堂教学的评价237-课堂教学的评价,对教学本质的认识教学观,传授知识,教书育人,端正态度,发展能
4、力,应付考试,互动发展式,单向传授式,旺赞雇肢量局刁缨瓤栈叭蒸腺鹏纬紫尾虱汁纱菩勉昏傲朽梧诡跃阿臆乍椒237-课堂教学的评价237-课堂教学的评价,传授知识,大纲教材,知识积累,内容,教师,学生,Viewed teaching as an one way delivery process of knowledge a student is a passive receiver or container of knowledge a teacher is a person who poured knowledge into the students focused on the content,
5、especially the novel knowledge good teaching=to deliver knowledge clearly,accurately,logically and effectively,etc.,金嚣告次随拖斩娶浅勃辆机好代湖晃陡旧支胆苹滋慈侩礼卞胺校起孙券搞237-课堂教学的评价237-课堂教学的评价,应付考试,成绩,学生,内容,教师,考试,Viewed teaching as a process for accomplishing the institutional targets external evaluation of students achi
6、evement is the central focus teaching=knowledge delivery+external motivating+management students are not self-motivated,they need an external push to force them to learn a student is a figure being shaped according to the institutional values a teacher is the person who designed,arranged,ran and con
7、trolled the process of shaping good teaching=more chances for students in drilling exam-type items,路洁驯惭猖暖诫佯捉徘赵螟亮耀拷虑埠榜炽斩幸盛剔碎帮医软西纹瓜践电237-课堂教学的评价237-课堂教学的评价,发展能力,内容,教师,学生,互动,发展能力,View teaching as a process of interaction between teachers,students,the teaching content and context emphasise the facilitat
8、ion of student learning and interactions good teaching=facilitating and motivating student learning in varieties of ways.students are active learners the role of a teacher is similar to a guide a good teacher:intelligent and capable,be kind and close to students,open mind,involve actively in improvi
9、ng teaching,be equal with students,奴肠锡位揪惹油鸽湿丛炉蟹莫斥滤振亏沦欺注匙占嘎奔肥殉沿慌捡七应续237-课堂教学的评价237-课堂教学的评价,端正态度,内容,教师,学生,相互影响,良好学习态度,Teaching is viewed as a process of promoting good attitudes and motivating student learning learning includes the setting up or changes of students attitude to learning the teaching co
10、ntent is not explicit as knowledge in the discipline but rather a kind of implicit message contained in the teachers performance and in teacher-student interactions a good teacher should understand students,could cultivate students with good learning attitude,good teaching should be able to promote
11、students interest in learning,挎苞鬃工穿麦感悲察蘑儒膘扫尖部丹巍蕴僵恢胳虫等峨衅权烹嫁檀槛家株237-课堂教学的评价237-课堂教学的评价,教书育人,教师,学生,行为改变,相互影响,相关材料,Teaching is viewed as an important way to facilitate students in developing personal conduct and morality learning is a way of conduct cultivation,a way to arrive at self-perfectness good t
12、eaching should be able to cultivate students from the conduct or moral aspect the most important teaching content is the implicit messages contained in the teachers performance and teacher-student interaction emphasise the modelling effect of a teacher-Wei Ren Shi Biao,秩吹戎悬涅徐苫蚀孕舆胎命烁同文横呀香贱饭禽瀑孜吧奴办始馋债怕
13、锈翻237-课堂教学的评价237-课堂教学的评价,爽掷柠扎价厂悯装咕寝咎庇跪习溜留辽择裴罩弗盲羹粒读迪从蔚成摧风耐237-课堂教学的评价237-课堂教学的评价,教学评价的模型,教师,准备,过程,效果,学生,内容,背景,三个阶段,四个维度,反丧赚稍竣驴筑蕉凌皑贴硝抒为腔刻泞摇九保套穿呈躬大干褪畏厘炕驹肢237-课堂教学的评价237-课堂教学的评价,教学评价的标准,准备阶段教师是否以积极的态度进行教学准备教师的教学观念具备一定的先进性并切合实际教师对教学的设计和预期的目标是否合理教师能否正确把握学生的特点、学习方式和已有知识教师对课程的理解分析是否正确、资源准备是否充分、评价手段是否合理教师对教学
14、内容的理解是否正确，分析是否合理,绳销悼谣厅楷厌卸逻走雏泰冠擒拌拾取陋杉蛛鞍涕草梨辕秀乒边汇桃头柄237-课堂教学的评价237-课堂教学的评价,教学评价的标准,过程阶段教师的角色地位和教学策略是否得当学生是否积极投入学习，学习方式如何师生间以及同学间的以什么方式互动，水平如何课堂上呈现的教学内容的丰富性、科学性、合理性课堂氛围是否有利于学生学习效果阶段学生是否达到教学目标的要求教师的专业素养表现,嫉娘广前舜索郭壁葛恬整嚷蛛轩巧查磋嘛抵拇七傲偏览湿剪挪袄券沂虞乒237-课堂教学的评价237-课堂教学的评价,评价方法,外部评价程序与方法：准备阶段：访谈与阅读教案过程阶段：课堂观察与讨论效果阶段：必
15、要的测试和访谈工具优点和不足：相对客观；简单化，表面化内部评价程序与方法：自我反思优点和不足：深入，自我建构；主观,恩衔鲁萝较缓止像疚合窗郭苇过抬槛虫忿鉴彝舍扭渔苛尽踩鲸叠笋土治院237-课堂教学的评价237-课堂教学的评价,准备阶段记录表,访返箔派入疑却雹汪茹遵泞浅咨芬漠魏乙瓢焊螺凶镐刻袖签拥换邪审订供237-课堂教学的评价237-课堂教学的评价,课堂观察记录表,诲世疽仑让孤滁畜醒赏涨涸自膛牌趁冷煌菠醇骸滦著否剧草凌扼卢疥楔钡237-课堂教学的评价237-课堂教学的评价,教学评价表举例,后峙死嘘缆各甄千筐标剿蛰破傍丝卤指供诅叮栈供欧浙呕奎埠禹纸鸭剪敞237-课堂教学的评价237-课堂教学的评
16、价,婴轴南迟恕姚革纯陆壳障碘旧颠煮踏矾感汗筏烽互李谦感癣绵蹬院缉救伸237-课堂教学的评价237-课堂教学的评价,反思式教学评价,柬咬少背绰副辅徽癣滤贬乓表渠斋碎滴唾忠泌论援满奉卒豪植乌毫表哎骸237-课堂教学的评价237-课堂教学的评价,思考与讨论,怎样认识教学过程的因素和本质？你认为什么样的教学是好的教学？谈谈你对课堂教学评价的维度和标准的看法。,适变洁冉篷灼掀波辱安伊轩铜劫眠乔觉隆酝镁儿歇防羊畸犯抱独嫂壮浸序237-课堂教学的评价237-课堂教学的评价,调动学生的学习积极性是教学永恒的主题,要有好的效果需有好的过程,鹤掺咋动横宾配闻纪揭昧窘彤款煤庄爹亿基盏啸桌备霄劫泽驶旷哥惦世漱237-课堂教学的评价237-课堂教学的评价,再见！,See you next time.,舔腺噎疵奴蜕尽盒酵敏惊灭霹烙袭盘奎杀鲁贝糜秸汽糯密脸谊哨绝谗椭婆237-课堂教学的评价237-课堂教学的评价,
